ABSTRACT
Chapter 3 focuses on the regressive-progressive. It begins drawing on the author biographical-historical situation, describing the present as given and advancing the process of becoming historical. That present, as given, resonates with the time when a new generation in Chile starts its struggle for a better education for all and where curriculum globally struggles to remain a conversation in the midst of a global monologue. Situating in that a context that denies historicity, marked by a paralyzing attitude, the chapters look backward to the 1960s as a regressive time in history where the technological conception of education was overwhelmingly deployed through the arrival of the curriculum field into Latin America. There, the first talking back to that instrumental educational rationality in both Latin America and shortly after in the United States, is to be found. In that regressive time, the memory of student protests everywhere resonates with the scholars’ and laypeople’s. The regressive reading of the 1960s is put into tension by the progressive conceptualization of the 1990s, a time when Latinoamérica witnessed the emergence of the Otro as a legitimate Otro. Rejecting the celebration of 500 years of the discovery of America in 1992, indigenous people called instead to commemorate 500 years of resistance.
